Enacting the signature pedagogies of arts education in the online learning environment for primary teacher education
Bibliographic Data
| ID | 21694841 |
|---|---|
| Authors | Judith Dinham (0000-0002-3957-0639, Curtin University, corresponding author) |
| Year | 2024 |
| Volume | 52 |
| Issue | 4 |
| Pages | 400-416 |
| Publication date | 2024-08-07 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Asia-Pacific Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 1359-866X • E-ISSN: 1469-2945 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/1359866x.2024.2378796 |
| OpenAlex | W4400685779 |
| Language | EN |
| Citations received | 5 |
| References cited | 29 |
In Australia, where initial teacher education is offered both on-campus and in a fully online mode, future primary-school generalist teachers study teaching across the school curriculum. This includes the arts curriculum where opportunities for future teachers to engage in authentic arts learning themselves are generally seen as essential for developing their arts teaching capabilities. However, a number of university educators have reservations about being able to do this effectively in the online environment because of the practical, experiential, and performative nature of arts learning. This study reviews the learning design of two compulsory arts education units in a fully online Bachelor of Education (Primary). It uses the “signature pedagogies” conceptualisation of the distinctive, durable, and pervasive pedagogical features of a discipline and explores whether arts education’s signature pedagogies can be sustained in the online environment. Using qualitative content analysis methodology, the study shows that the learning design preserves arts education’s signature pedagogies in the online context, though the expression of these is re-imagined for this learning environment. Augmented by survey data from students’ unit evaluations, the study shows that online teacher education can offer meaningful arts learning in units designed for future primary-school teachers
Art · Arts in education · Bachelor · Curriculum · Experiential learning · Geography · Mathematics education · Pedagogy · Political science · Sociology · The arts · Visual arts · Visual arts education · Art Education and Development · Diverse Music Education Insights · Educational Environments and Student Outcomes · Psychology
Educational Leadership in Arts Teacher Training
Modern Digital Approaches to Training Music Teachers
Preservice teachers’ experiences of relationality in asynchronous online learning. “There’s not really an opportunity to have those networks”
Understanding technology acceptance towards online creative arts learning in teacher education
Digital Leadership in Arts Education for Transforming Teaching and Learning in Higher Education
Online learner engagement
Qualitative Content Analysis
Directed qualitative content analysis
Distance Learners’ Experiences of Silence Online
“How can the creative arts possibly be taught online?” Perspectives and experiences of online educators in Australian higher education
An evidence-based case for quality online initial teacher education
Students’ engagement in first‐year university
Dance critique as signature pedagogy
With grace under pressure”
Insights from studio teaching practices in a Creative Industries Faculty in Australia
Directed Qualitative Content Analysis (DQlCA)
Signature pedagogies in the professions
Assessment Strategies for Online Learning
Three Approaches to Qualitative Content Analysis
| Citations per year | 5 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |